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Interprofessional support for informal caregivers
Scholar Year: 2022/2023
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| CIPCC |
4 |
|
1º |
4,0 |
|
108,0 |
Teaching language
English
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of this curricular unit (CU) the students should:
a) Know the support needs of persons in a situation of dependence due to pathologies such as stroke, Parkinson's and Alzheimer's disease;
b) Know the factors that generate physical and psychological strain in informal caregivers of dependent persons;
c) Know potential strategies for promoting the quality of life of informal caregivers of persons in situation of dependency;
d) Recognize the role of health professionals in the development of skills of informal caregivers of people in situations of dependency;
e) Recognize the importance of interdisciplinary communication and cooperation for effective interventions with informal caregivers of people in situation of dependency;
f) Know the resources in their country to support informal caregivers of people in situation of dependency;
g) Develop skills to communicate effectively, in face-to-face and/or digital formats (home-based/ web-based), with informal caregivers of people in situation of dependency, to establish partnerships and achieve shared objectives;
h) Critically analyze the influence of communicative and cultural competences in the interventions with informal caregivers of people in situation of dependency.
Syllabus
Characterization of the factors that generate dependency in some pathologies;
Factors of strain and of physical and psychological protection of informal caregivers of people in situation of dependency;
Resources to support informal caregivers of people in situation of dependency;
Strategies for cooperative work and effective communication in multidisciplinary teams;
Specific strategies for effective communication with informal caregivers of people in situation of dependency;
Intervention strategies and experiences with informal caregivers of people in situation of dependency, in face-to-face and/or digital formats (home-based/web-based).
Teaching methodologies
To achieve the learning outcomes, the theoretical and practical dimensions are valued and articulated. The theoretical dimension is focused on acquiring and consolidating knowledge, understanding and promoting reflection on prevalent pathologies that generate dependency, the role and needs of informal caregivers, as well as the desirable performance of health professionals. Therefore, expositive and participatory methodologies will be privileged. The practical dimension focuses on the development of skills to plan and/or develop activities for informal caregivers. To this end, participatory and active methodologies will be adopted, in the form of simulations, individual and group reflections.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The expository lessons (T) ensure the exploration of the main concepts and the theoretical-practical lessons (TP) promote the effective development of skills. The tutorial classes (OT), using group work strategies and the provision of theoretical support and tools for critical analysis, encourage reflection on interprofessional support for informal caregivers.
Assessment methodologies and evidences
Continuous assessment:
Group work: Presentation of an interdisciplinary programme proposal for informal caregivers of people in situation of dependency, with discussion (60%).
Individual work: reflection about the potential benefits, barriers and/or facilitators of the implementation of the interdisciplinary programme in their country (40%).
To complete the CU with success, the students must obtain a minimum grade of 9.5 in each product.
Assessment by examination:
Individual work: design of an interdisciplinary activity and a 'proposal of dissemination material' directed at informal caregivers of people in situation of dependency (60%), and its discussion with teacher (40%).
To complete the CU with success, the students must obtain a minimum grade of 9.5.
Attendance system
The provisions of the Regulation for Academic Activities of IPS and the Specific Regulation of ESS/IPS are applied.
Bibliografia
Aldehaim, A- et al. (2016). The Impact of Technology-Based Interventions on Informal Caregivers of Stroke Survivors: A Systematic Review. Telemed J E Health, 22(3): 223–231.
Barbabella, F., et al. (2016). A Web-Based Psychosocial Intervention for Family Caregivers of Older People: Results from a Mixed-Methods Study in Three European Countries. JMIR research protocols, 5(4), e196. https://doi.org/10.2196/resprot.5847
Queluz, F., et al. (2020). Understanding the needs of caregivers of persons with dementia: a scoping review. International Psychogeriatrics, 32(1), 35-52. https://doi.org/10.1017/S1041610219000243
Madeira, R.; Pereira, C.; Clipei, S.; Macedo, P. (2018). "ONParkinson – Innovative mHealth to Support the Triad: Patient, Carer and Health Professional", Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 207: 10 - 18. doi: 10.1007/978-3-319-74935-8_2
Pereira CM, Greewood N, Jones F (2020). From recovery to regaining control of life – the perspectives of people with stroke, their carers and health professionals. Disability and Rehabilitation, DOI: 10.1080/09638288.2020.172226
Pereira, C.; Jones, F.; Mackenzie, A.; Woodman, P.; Greenwood, N. (2014). "Coping with the challenges in the first year after stroke: A qualitative metasynthesis of the perspectives of people post-stroke and their carers", International Journal of Stroke, 9, Issue Supp: 47 - 47. doi: 10.1111/ijs.12374_21
Wallace, S., Kothari, J., Jayasekera, A., Tointon, J., Baiyewun, T., & Shrubsole, K. (2021). Do caregivers who connect online have better outcomes? A systematic review of online peer-support interventions for caregivers of people with stroke, dementia, traumatic brain injury, Parkinson’s disease and multiple sclerosis. Brain Impairment, 22(3), 233-259. doi:10.1017/BrImp.2021.5
Observations
These descriptive contents are provisional - Final approval of the Scientific and Pedagogical Councils are pending. The final version will be available soon.
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